READING STRATEGIES USED BY GOOD READING ACHIEVERS (A Case Study at the Second Graders of SMA N 3 Cilacap in Academic Year 2013/2014)

MUBAROKHAH, LEILA LISTYO (2014) READING STRATEGIES USED BY GOOD READING ACHIEVERS (A Case Study at the Second Graders of SMA N 3 Cilacap in Academic Year 2013/2014). Bachelor thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

The primary aims of this research were: (1) to find out reading strategies used by good reading achievers to comprehend English texts and (2) to find out dominant reading strategies used by good reading achievers to comprehend English texts. The participants of this study were five students who had good achievement in reading English text. Three of them were second graders of social department, while the rests were second graders of science department. Through think aloud task, they were asked to verbalize their thoughts as they read an English text. Thus, it enabled the researcher to identify reading strategies used by them. To confirm the result of think aloud task, an interview was held at the day after each participant completed the task. Both think aloud task and interview were tape recorded. The recorded think aloud task and interview were transcribed in order to make the data easier to analyze. Validation effort was done through methodological triangulation and peer review. Applying the O‟Malley and Chamot‟s strategy classification, this case study discovered around 53 strategies used by the participants of this research. Those strategies could be classified into five sub categories of metacognitive strategies, six sub categories of cognitive strategies and three sub categories of social/affective strategies. Based on the strategies which had been listed, seven were dominant among the participants. The seven dominant strategies cover selfmanagement, selective attention, and monitoring which belong to metacognitive category; repetition, elaboration, and making inference which belong to cognitive category; and questioning for clarification which belongs to social/affective category. In general, the dominant categories of reading strategy used by the participants were metacognitive category 45.28 % and cognitive category 41.51 %.

Item Type: Thesis (Bachelor)
Additional Information: Supervisor: Dr. Suwartono, M.Hum.
Uncontrolled Keywords: Reading strategies, Good reading achievers
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
P Language and Literature > PE English
Divisions: Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User: Danarto Kh
Date Deposited: 16 Oct 2017 05:32
Last Modified: 16 Oct 2017 05:32
URI: http://repository.ump.ac.id/id/eprint/4728

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